五年级英语下册 Unit5 第三课时(2)教案 人教新版
五年级下册英语名师教学设计第五单元第三课时_人教pep
二、教学重点
1．能够听、说、读、写句子：There are two bedrooms||，a kitchen||，a bathroom and a living room. There is a mirror||，a bed and a big closet.
比一比谁说的句子最长。
②做“”游戏||，学生任选九张词卡排列好||，学生按教师的提示（如：There is a bed.）翻卡片。当横、竖、斜任意成一行的学生大喊“Bingo!”。
⑵Good to know
①学生看书P66||，说一说每间房子有什么不同或是特点。
②教师介绍相关知识||，并领读单词：flat/apartment||，cabin||，hotel||，house。
③学生再次阅读短文。
④教师说：“让我们看看小兔子的房间。”||，学生阅读短文中的第二部分。
⑤看第四部分||，教师提问：“What are in the baby rabbit’s room?”||，学生回答。
⑥图中的物品是可供选择的||，如：绿色的窗帘||，蓝色的窗帘||；大的衣橱||，小的衣橱||；新的旧的等等。其他学生根据台上学生所选来判断对错。
教
后
记
年月日
2．了解Good to know内容。
三、教学难点
掌握四会单词和句子的正确书写。
四、课前准备
教师准备教学过程中所需要的图片、声音。
教学过程
复备栏
Warm—up（热身）
⑴猜一猜
①教师准备出学生学过的表示家具陈设的单词||，学生看单词朗读。
②教师快速出示单词卡||，学生猜出单词是什么。
⑵教一教
人教版pep五年级英语下册unit5教学设计
人教版pep五年级英语下册unit5教学设计全文共3篇示例，供读者参考篇1Unit 5 of the People's Education Press (PEP) Fifth Grade English textbook covers the topic of "What did you do on vacation?" This unit focuses on past tense verbs and the concept of recounting past events. In this teaching design, I will outline a nine-lesson plan to cover the content of Unit 5 in an engaging and effective manner.Lesson 1: Introduction to Past TenseObjective: Introduce the concept of past tense verbs.Activities: Present sentences in present and past tense, have students identify the differences.Lesson 2: Past Tense Verbs (Simple Past)Objective: Teach the simple past tense of regular verbs.Activities: Practice regular past tense verbs through exercises and games.Lesson 3: Past Tense Verbs (Irregular Verbs)Objective: Introduce irregular past tense verbs.Activities: Have students memorize common irregular verbs and use them in sentences.Lesson 4: Asking and Answering QuestionsObjective: Teach students to ask and answer questions about past events.Activities: Role-play conversations about vacation activities using question words.Lesson 5: Writing about VacationsObjective: Practice writing short paragraphs about past vacation experiences.Activities: Provide prompts for students to write about their own vacations.Lesson 6: What Did You Do on Vacation?Objective: Teach the structure of past tense questions.Activities: Have students ask and answer questions about their vacations in pairs.Lesson 7: Listening ComprehensionObjective: Practice listening for specific information.Activities: Play recordings of vacation stories and ask questions based on the content.Lesson 8: Vocabulary ReviewObjective: Review key vocabulary words from Unit 5.Activities: Play vocabulary games like charades or Pictionary to reinforce learning.Lesson 9: Unit TestObjective: Assess students' understanding of Unit 5 content.Activities: Administer a written test covering past tense verbs, question formation, and vocabulary.Overall, this nine-lesson plan aims to help students grasp the concept of past tense verbs and effectively communicate about their past experiences. By incorporating interactive activities and games, students will stay engaged and motivated throughout the unit. The activities are designed to cater to different learning styles and promote active participation in the classroom.篇2PEP (Primary English Program) is a teaching material issued by the People's Education Press in China. PEP English textbooks are widely used in primary schools across the country. In thislesson plan, I will focus on Unit 5 from the fifth grade of the PEP English textbook.Unit 5 is titled "What Does She Look Like?" and the main topic of the unit is describing people's physical appearances. This unit includes vocabulary related to physical appearance such as hair, eyes, nose, etc. It also covers grammar points such as the verb "to be" and adjectives.Here is a detailed breakdown of the lesson plan for Unit 5:1. Warm-up (10 minutes)Start the lesson by reviewing the vocabulary related to physical appearances. Use flashcards or pictures to help students remember the words. You can also ask students to describe their own physical appearances to practice the vocabulary.2. Presentation (15 minutes)Introduce the grammar point "to be" and adjectives to describe people. Show examples on the board and explain how to use them in sentences. Encourage students to create their own sentences using the grammar point.3. Practice (20 minutes)Divide the class into pairs or small groups and ask them to describe each other's physical appearances using the vocabulary and grammar they've learned. Monitor and provide feedback to each group.4. Listening (15 minutes)Play a recording of a dialogue where two people are describing a third person. Ask students to listen carefully and answer comprehension questions based on the dialogue. This will help them improve their listening skills.5. Speaking (15 minutes)Have students work in pairs and take turns describing a picture of a person to their partner. The partner must listen carefully and draw what they hear. This activity will test students' speaking and listening skills.6. Writing (15 minutes)Ask students to write a short paragraph describing a person's physical appearance. Encourage them to use the vocabulary and grammar they've learned in the unit. Review their writing and provide feedback on grammar and vocabulary usage.7. Review and Homework (10 minutes)Summarize the key points of the lesson and review the vocabulary and grammar covered in Unit 5. Assign homework for students to practice describing people's physical appearances.By following this lesson plan, students will be able to effectively describe people's physical appearances using the vocabulary and grammar they've learned in Unit 5 of the PEP English textbook. It's important to provide a variety of activities to engage students and help them practice their language skills. With the right guidance and support, students will be able to master the content of the unit and improve their English proficiency.篇3Unit 5 of the People's Education Press (PEP) Grade 5 English textbook focuses on the theme of "What Would You Like?" This unit covers vocabulary related to food and drinks, as well as phrases and sentences to express preferences. In this lesson plan, I will outline a series of activities and exercises to help students practice and engage with the material in a fun and interactive way.Lesson Objectives:1. To introduce and teach new vocabulary related to food and drinks.2. To practice using phrases and sentences to express preferences.3. To engage students in speaking and listening activities to reinforce new vocabulary and language structures.4. To promote group work and collaboration among students.Warm-up:To start the lesson, I would begin with a warm-up activity to introduce the theme of the unit. I would show pictures of various food and drink items and ask students to identify them. This will help activate prior knowledge and get students thinking about the topic of the lesson.Vocabulary Presentation:Next, I would introduce the new vocabulary related to food and drinks. I would use flashcards, realia, and other visual aids to help students understand and remember the words. I would also provide pronunciation practice to ensure students are comfortable using the new vocabulary.Practice Activities:After introducing the vocabulary, I would engage students in a series of practice activities to reinforce their understanding. This could include matching games, role-plays, and group discussions. For example, students could work in pairs to practice ordering food and drinks at a restaurant using the new vocabulary.Language Structures:In this section of the lesson, I would focus on teaching students phrases and sentences to express preferences. This could include sentences like "I would like a hamburger, please" or "I don't like broccoli." I would provide examples and opportunities for students to practice using these language structures in context.Speaking and Listening Activities:To promote speaking and listening skills, I would design activities where students can communicate with their peers using the new vocabulary and language structures. For example, students could participate in a role-play where they take on different roles in a restaurant setting and practice ordering food and drinks.Group Work:Finally, I would incorporate group work activities to encourage collaboration and teamwork. Students could work together to create a menu for a restaurant, with each group member contributing different food and drink items. This will allow students to practice using the new vocabulary in a creative and engaging way.Assessment:Throughout the lesson, I would assess students' understanding through observation, participation, and informal assessment tasks. At the end of the lesson, I would provide feedback to students on their progress and encourage them to continue practicing and using the new vocabulary and language structures outside of the classroom.By following this lesson plan, students will have the opportunity to engage with the material in a variety of ways and develop their language skills in a fun and interactive environment. This will help them build confidence in using English to express their preferences and communicate effectively in real-world situations.。
新人教PEP五年级英语下册Unit5 教案
Unit5 教案
一、教学目标与要求
1、能够听懂、会说：What are they doing ? They are …并能在情景中运用。
二、教学重点、难点
1、重点是句型What are they doing ?They are…的教学
2、难点是在实际情景中正确运用所学对话
三、课前准备
录音机和录音带，A、B 部分Let’s learn 的单词词卡和B Let’s talk 的挂图，若干
的头饰
四、教学步骤
1、热身
（1）同第三课时1
（2）播放歌曲Animals , Animals Are Everywhere,学生听录音表演。
2、预习
（1）出示本单元的单词卡片，用What do you see? What is / are the…doing？进行抢答。
（2）拼读单词比赛。
3、新课呈现
Let’s try
指导学生听录音做练习。
Let’s talk
(1)教师依次向学生出示B 部分的let’s learn 部分的词卡，问What are they doing? 学生抢答
（2）出示该部分的挂图，引导学生学习该部分的内容。
（3）放该部分的录音，学生听录音跟读。
（4）看该部分的图画，不看句子，说话。
（5）同桌之间进行对话表演，要求尽量多使用自己的语言。
Pair work
（1）要求学生将自己做的图片展现出来，并看图说话
（2）按照课本上的说明进行活动。
人教版PEP小学英语五年级下册Unit 5 教案
【标题】PEP 五下 Unit5 A Let’s talk【正文】一、教学内容【正文】二、教学目标(一)知识与技能：1.能够听懂、会说、会认读 Let's talk部分的名词性物主代词his，hers，mine和ours.2.能够理解并运用所学句型来谈论物品的归属。
如：Whose ___is it?It's____'s.It's hers/his/mine/ours或复数形式: Whose____are these? They're_____'s.They're hers /his/mine/ ours.3.能够在情境中合理并灵活运用所学知识，相互之间自如问答。
（二）过程与方法：能通过小组活动与探究，理解名词性物主代词的用法与规律。
并在小组活动中完成任务教学，提高学生的语言运用能力。
（三）情感态度与价值观：通过表达物主代词的概念，培养学生热爱周围物品与保管好自己物品的意识。
三、教学重点难点重点：能运用句型及名词性物主代词进行关于物品归属的话题交流。
难点：能初步了解形容词性物主代词和名词性物主代词的区别，并能正确使用，如：his hat=his;her shoes=hers等。
四、教学准备PPT、学习资源包、词条.学生已有知识储备：（PEP4 Unit5已学部分名词性物主代词）1.Are these yours? No,they aren't.2.Is this John's ? No,it isn't, it's Mike's.3.Whose coat is this? It's mine.4.Whose pants are those?They're your father's.五、教学过程Step1.Warm-up and Revision1.Enjoy a song:Whose hat is this?2.Let’s chant and sing.Whose hat is that? It’s my hat.His hat,her hat,your hat,my hat.Whose coat is that? It’s my coat.His coat,her coat,your coat,my coat. 设计意图:开篇用歌曲和chant,激发学生学习兴趣，同时，通过歌曲唤起学生已有的旧知，为本课要学习的内容做一个铺垫。
新人教版五年级英语下册教案(全册)
play sports
—At….
教后反思
年级
五年级
科目
英语
课型
新授
主备人
执教
时间
课题
Unit 1 My day Part A
备课合作者
教
学
目
标
知识
与技能
能听、说、认读单词“when”，“after”，“start”，“usually”，“Spain”和“late”。
备课合作者
教
学
目
标
知识
与技能
能听、说、读、写单词“take”，“dancing”和短语“clean my room”，“go for a walk”，“go shopping”和“take a dancing class”。
过程
与方法
通过完成“Do a survey”部分的任务，灵活运用频率副词介绍自己的周末活动。
I always….
I often….
I sometimes…
教后反思
年级
五年级
科目
英语
课型
新授
主备人
执教
时间
课题
Unit 1 My day Part B
备课合作者
教
学
目
标
知识
与技能
能听、说、认读单词“why”，“shop”,“work”，“last”，“sound”,“busy”和“need”。
过程
Practice
学生自由组合，根据选择情况进行对话。
S1: What do you on Saturdays/ on Sundays/ on the weekend?
人教版PEP五年级英语下册《Unit 5 第三课时》教案
2020人教版PEP五年级英语下册精编教案第三课时课时内容B let’s try Let’s talk课时分析本课时是人教版五年级下册第五单元第三课时。
围绕“小狗Fido”这一话题展开，主要通过对话学习句型Is he drinking water? No, he isn’t. He’s eating.的表达。
增强学生热爱动物的美好情感，激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。
本课时在B部分中起到了引领的作用。
本课时的重点是能够在情景中运用询问并回答某人正在做某事的句型。
本课时包括Let’s try 和Let’s talk 两个版块。
Let’s try呈现了Sam 到陈杰家做客时所发生的问答的场景，使学生初步感知核心句型。
Let’s talk呈现了Sam在陈杰家做客，两人讨论小狗Fido的情景，引出核心句型Is he drinking water? No, he isn’t. He’s eating. 情景的设置，很贴近学生的实际生活，更能激起学生学习的兴趣。
本课时的新授知识学生比较容易理解，教师在教学中充分利用教材已设定的情境展开教学，引导学生在合作学习中和任务学习中正确表达所学句型。
课时目标1.能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’seating.2.能够理解对话大意。
3.能够用正确的语音、语调朗读课文。
4.增强学生热爱动物的美好情感。
课时重难点1. 重点（1）能够听、说、认读、运用句型：Is he drinking water? No, he isn’t. He’s eating.（2）能够理解对话大意。
（3）能够用正确的语音、语调朗读课文。
2. 难点句型Is he/she v-ing? Yes, he/she is. No, he/she isn’t. He/She is v-ing.的灵活运用。
人教版五年级英语下册Unit 5教案
Unit 5 Whose dog is it?单元教材及学情分析1.单元教材分析本单元主要通过学习物主代词和现在进行时,让学生掌握名词性物主代词和形容词性物主代词及动词的现在分词,并学习现在进行时态,培养学生日常口语的交际能力。
学会用特殊疑问词whose,会变动词的现在分词和会使用现在进行时态,学会用名词性物主代词和形容词性物主代词,涉及的主要句型有:Whose is this? It's Zhang Peng's. Is he drinking water? No, he isn't. He's eating.教师在教学过程中要注意现在分词的应用,这也是我们这单元的重点。
同时,要注重对学生关爱小动物的思想的渗透,从小培养学生热爱大自然的好习惯。
涉及这方面的内容时,要结合学生已有的认知水平,并进行适当拓展。
本单元涉及了很多动词短语,因此, 我们要把新旧知识融合在一起,学习新知识的时候也要巩固以前的知识,让学生对知识有系统的了解。
本单元的教学重点是学习物主代词和动词的现在分词:my, her, his, your, their, our, mine, hers, his, yours, ours, eating, drinking …以及询问某个物品的归属问题的句型:Whose book is this? It's mine.表达现在正在发生的事情的句型:主语+is/am/are + doing.这些也是本单元的教学难点。
此外A和B部分的Let's talk的对话也是本单元的难点。
教师要给学生提供适当情景,在情景中认知、熟悉新知,在交际中运用新知。
另外,对于Read and write部分,教师要侧重阅读方法的指导,要有目的地引导学生,带着问题去阅读,并适当处理好生词。
Let's wrap it up 为我们归纳了物主代词的基本用法,在学会了应用后,我们可以适当地进行拓展,让学生了解更多的英语知识。
人教版pep五年级英语下册unit5教学设计
人教版pep五年级英语下册unit5教学设计Unit 5 of the People's Education Press Fifth Grade English textbook is focused on the topic of "At the zoo." This unit aims to help students expand their vocabulary related to animals, develop their speaking and listening skills, as well as learn about different habitats and ecosystems in the animal kingdom.Here is a suggested teaching plan for Unit 5:Objectives:1. To introduce and practice new vocabulary related to animals.2. To develop speaking and listening skills through conversations about zoo animals.3. To learn about different habitats and ecosystems in the animal kingdom.Week 1:Day 1-2: Introduction and Vocabulary- Start by introducing the theme of the unit "At the zoo" and brainstorming with students about the different animals they might see at the zoo.- Teach new vocabulary related to animals such as lion, giraffe, elephant, etc. using flashcards, pictures, and gestures.- Practice pronunciation and spelling of the new words with the students.Day 3-4: Speaking and Listening- Use role play activities to help students practice asking and answering questions about animals. For example, "What animal do you like? Why?"- Play listening games where students have to listen to descriptions of animals and guess which animal is being described.Week 2:Day 1-2: Reading and Writing- Introduce reading passages or short stories about zoo animals to the students. Encourage them to read aloud and ask questions about the text.- Have students write short paragraphs about their favorite zoo animal, describing its appearance, habitat, and behavior.Day 3-4: Group Projects- Divide the class into groups and assign each group a different habitat (Jungle, Savannah, Arctic, etc.).- Have students research and create posters about the animals that live in their assigned habitat. Encourage them to present their posters to the class.Week 3:Day 1-2: Review and Assessment- Review the vocabulary, speaking, and listening skills learned in the unit with games and activities.- Have a quiz or assessment to test students' understanding of the unit material.Day 3-4: Field Trip to the Zoo- Organize a field trip to a local zoo to give students a hands-on experience with the animals they have learned about in class.- Encourage students to observe and take notes on the different animals they see at the zoo.Overall, Unit 5 of the People's Education Press Fifth Grade English textbook provides a fun and engaging way for students to learn about animals and their habitats. By incorporating avariety of activities such as vocabulary practice, role plays, reading, writing, and group projects, students can develop their English language skills while also gaining a better understanding of the natural world around them.。
英语五年级下册unit5 第三课时 教案
1.完成Read, write and listen活动。
请学生运用含有“nk, ng”的单词进行分类。以小组为单位进行整理，并以各种形式进行小组比赛。
2.完成Look and write的活动。请学生仔细观察图片，请学生运用含有“nk, ng”的单词进行造句练习。教师之一为学生初步讲解现在进行时句型结构。
教学课题
A Let’s spell
课时
3
主备人
复备人
课标分析
•能够感知并归纳字母组合ng和nk在单词中的发音规则，即ng和nk在单词中分别发/ŋ/和/ŋk/
•能够根据发音规则读出含有字母组合ng和nk的单词，并能够根据单词发音拼写出相应单词，完成句子
•能够在单线上完成书写句子的活动，做到书写规范正确
教学准备
教学课件、自制单词卡片
一次备课（口语交际）
二次备课（口语交际）
教
学
过
程
一、热身（Warm-up）（此环节用时5分钟）
说唱做演，激情引趣
（一）“我行我秀”口语展示（3分钟）
1. Ask and answer.同位对问答问题进行计数。
（结束后，分别帮同做好记录。）
2.师生互致问候，复习含有ch、sh字母组合的单词。
2、鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。关注学生间的合作学习。进一步提高学生对英语的学习热情及学习兴趣。
教学重难点及突破方法
学习重点：掌握元音字母nk、ng在单词中的发音，并且能够根据发音规律拼读学过的语音例词。
学习难点：运用书中所出示的单词进行造句练习。
教学
方法
创设情境、多媒体辅助法
2023学年人教PEP版五年级英语下册 Unit 5 第3课时 公开课教案
2023学年人教PEP版五年级英语下册 Unit 5 第3课时公开课教案教学目标1.能听懂并运用本课时重点词汇和短语。
2.能够流利地朗读课文，并能够询问并回答它人关于课文的问题。
3.能够理解和运用该课时的语法知识，并能够在实际情境中进行正确使用。
4.提高学生的口语表达能力，使其能够自信、流利地进行对话。
教学重难点教学重点1.本课时出现的词汇和短语。
2.本课时的语法知识：询问方式和回答方式。
教学难点1.学生对于询问方式和回答方式的正确理解和运用。
2.较大的词汇量会对学生口语表达带来一定挑战。
教学准备1.一张黑板。
2.一支白板笔。
3.课本和教案。
教学过程1. Warm-up1.老师会采用口语互动的方式，提出一些简单的问题，例如：今天的天气和学生们昨天吃了什么等等。
这将会为课堂气氛热身做铺垫。
2. Presentation1.老师在黑板上展示课本中的题目，并简要地解释相关的问题。
老师会强调对话框中出现的语言特征，并提示学生们注意常见句子结构。
2.学生们紧跟着老师，朗读本节课的单词和短语。
3. Practice1.将学生们分成两组，给每个小组分配课本翻译的中文句子。
2.对话框的每一行都将交替为小组提问和回答的机会，每组都可以展现自己的英语能力。
3.然后每个学生都会有机会表现自己的口语能力，询问和回答有关提供词汇的问题。
4. Consolidation1.老师会要求每个学生绘制一个场景图，并运用本节课学到的词汇和短语描述里面发生的情况。
2.学生们在自己的画纸上记录下他们仅用自己的想象力编写的基于这些单词的故事情节。
5. Summary1.每个学生都将结束他们的故事情节，以便老师能够收集并纠正任何语言错误。
2.鼓励全班学生分享他们在此课程中所学到的新信息和技能。
6. Assessment1.学生们将进行课堂测验，以检查他们是否能够正确掌握本节课所学内容，并能够成功运用它们。
2.老师将对学生的口头表现进行评分，并通过提问和回答考查课堂听力技能。
pep(人教)五年级英语下册 unit5 Part A 第三课时 2 优质教案.doc
1.读准“Let’s spell”部分中的例词，完成练习。
2.通过大量的听读操练，掌握鼻辅音//在单词中的发音。
3.看图片，自主编写句子。
1. 读准“Let’s spell”部分中的例词，并完成练习。
2.能区分形容词性和名词性物主代词，并能灵活运用。
鼻辅音的发音。
单词卡片，教学光盘。
Step 1:Warm up（1）教师出示代词，学生两人一组搭档，一人说形容词性物主代词，一人说名词性物主代词，比一比，看看哪组搭档配合得最完美。
（2）Free talk，教师拿一个学生的一本书并问：“Whose book is it?”Ss:“It’s …’s. It’s hers/his.”练习句型。
Step 2:Presentation（1）直接以展示图片和让学生猜单词的方式展示出两组例词，并板书：ng: long ,sing ,ring ,youngnk: think ,ink ,trunk ,pink（2）播放教学光盘，学生跟读例词，模仿发音，尽量读准例词。
（3）小组间，成员轮流读例词，相互纠正错误发音，教师巡视指导。
（4）教师写出两组词的音标，并让学生仔细观察“ng”“nk”的发音有何异同。
（5）展示成果，交流讨论，教师点拨，并指导鼻辅音的发音，舌后软颚辅音，发音时软颚下垂，堵住口腔通道，气流从鼻腔送出，声带振动。
（6）教师范读，引导学生正确发音。
Step 3:Consolidation and extension（1）完成“Read,write and listen”练习。
①教师先找出学生“开火车”读所给练习单词，学生一边听一边画出发的字母组合“ng”以及发//的字母组合“nk”，教师一边听一边纠正错误发音，全班同学一起体会的发音。
②写出发的字母组合“ng”单词，以及发//的字母组合“nk”单词。
如：ng: song, ring, sing, thing, morning, longnk: trunk, think, drink, pink, thank, bank（2）运用句型sb.+is+v.ing完成“Look and write”。
人教PEP五年级英语下册第五单元The third period(第三课时)教案与教学反思
The third period(第三课时) 东山小学李媚清车前实验小学陈道锋前进实验小学史爱东Part A Let’s spell▶教学内容与目标课时教学内容课时新竹高于旧竹枝，全凭老干为扶持。
出自郑燮的《新竹》◆师者，所以传道，授业，解惑也。
韩愈◆令公桃李满天下，何用堂前更种花。
出自白居易的《奉和令公绿野堂种花》◆教学目标Let’s spell •能够感知并归纳字母组合ng和nk在单词中的发音规则，即“ng”和“nk”在单词中分别发/ŋ/和/ŋk/•能够根据发音规则读出含有字母组合ng和nk的单词，并能够根据单词发音拼写出相应单词，完成句子•能够在单线上完成书写句子的活动，做到书写规范正确能够熟读本板块的单词，学习字母组合ng和nk在单词中的发音。
▶教学难点能够通过课本动画观察单词结构，并根据发音规则试图读出新单词并判断读音。
▶教学准备1.预习《大课堂》《练习册》《作业本》中本课时的相关内容。
2.PPT课件､课文录音、视频、卡片等。
▶教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Enjoy a song—Phonics song.Step 2: Presentation1.Learn the pronunciation of “ng”. Teaching purpose歌曲可以有效地活跃课堂氛围，也为接下来的语音知识学习做好准备。
(1)Learn the word “sing”.T: Look! This is Meimei. What is she doing？ (课件出示：女孩Meimei唱歌图片)Ss: She is singing.T: She is singing. She can sing.Students read the word “sing” after the recording.(2)Learn the word “long”.Show two rulers. （课件出示：一长一短两把尺子）T: Look! Meimei has two rulers. This one is…Ss: Short.T: You are right! Is this ruler short, too?S: No.T: Look! The econd ruler is…Ss: Long.Students read the ord “long” after the recording(3)Learn the word “ring”.（课件出示：女孩Meimei在客厅图片）T: Where is Meimei now?Ss: She is in the living room.T: (课件出示：电话铃声) Listen！ The telephone is ringing. Read after me：ring.Stuents read the word “ring” after the teacher(4)Learn the word “young”.T The telephone is ringing. (课件出示:婴儿哭声) Listen! What do you hear now?Ss: A baby is crying.T: Great! The telephone is ringin. So the young baby cries.Students read te word “young” fter the teaher.(5)Summary.T: What do yu find? (课件出示：Let's spell上面幅图) Teaching purpose在故事情境中教学单词可以提升学生的学习兴趣，并巩固学生对于“ng”组合的认读,强化学生对发音规律的记忆。
2020年人教PEP五年级英语下册Unit5 优质教案
Unit5 优质教案一、教学目标1、能够听懂、会说“What is she / it doing ? She / It’s running / …”并能在情景中运用。
2、了解一些有关考拉、袋鼠的知识。
3、能够结合字母a 和字母组合ar , sm ,sl 的发音规律，并能朗读Pronunciation 部分的例词。
二、教学重、难点1、重点：句型“What is she / it doing ? She / It’s running/….”。
2、难点：在实际情景中正确运用所学对话。
三、课前准备录音机和录音带，Let’s learn 部分的词卡和若干动物词卡，若干动物卡片和动作卡片四、教学步骤1、热身（1）教师放第四单元C 部分的歌曲What are you doing？的录音，学生一起进行表演唱。
（2）教师放歌谣Koalas are sleeping 的录音，学生听录音，边做动作边有节奏地说唱。
（3）教师发指令，如： The bird is flying . The rabbit is jumping . Two bears are fighting，学生一边跟说一边做动作。
2、预习（1）教师放A Let’s learn 部分的录音，学生跟读。
（2）教师出示A Let’s learn 部分的词卡，学生同桌开火车拼读单词。
3、新课呈现Let’s try学生听录音，做Let’s try 部分的练习。
Let’s talk（1）让学生看本单元的主情景图5 秒后合上课本，然后教师提问：how many trees/lakes/ ducks/pandas can you see ? 学生抢答。
（2）学生两人一组根据主情景图的内容进行问答。
（3）放录音，学生跟读该部分的内容。
（4）教师出示Let’s learn 部分的词卡和动物词卡，同桌开火车问答操练。
（5）教师将词卡放在教室四周，请学生上台进行对话表演，要求尽量多使用已学过的句子。
人教版五年级英语下册第5单元教案
课堂教学设计方案课堂教学设计方案课堂教学设计方案课堂教学设计方案课堂教学设计方案Unit 5 Whose dog is it ?Period Five课时目标：1.能拼读含有字母组合 ing 和 nk 的单词，学习归纳字母组合ing 和 nk 的发音规律。
2. 能理解 Read and Write 的主要内容，并完成相关的练习题。
教学重点难点：1.能拼读包含字母组合 ng 和 nk 。
2. 能理解 Read and write 部分内容并熟读。
教学过程：一、复习，导入，出示学习目标：Read part A and part B ‘s words and Let’s talk part . 2. T: Whose pen is that ? T: Whose pencil is this ? T: Are these dogs running ? T: Is he eating ? S: It’s Mike’s pen . /It’s his . S: It’s my pencil. / It’s mine . S: Yes， they are ./ No, they aren’t. S: Yes, he is . / No, he isn’t.（强调划线部分）二、教学新课(自学质疑)1 .Teach letters ing、 nk .2. Spell these words : pronunciation / long / think / sing / ink / / young / pink / ring / trunk.3. 给下列单词加 ing。
（老师板书在黑板上） look _______ dance _______ run ________ walk ________课堂教学设计方案。
2024年人教版五年级英语下册教案Unit 5第三课时
第三课时课时内容A Let’s spell课时分析本课时是人教版五年级下册第五单元第三课时。
围绕“本单元的音标、核心词汇和句型”展开。
Let’s spell学习字母组合ng和nk在单词中的发音规则。
本课时的重点是音标的学习。
Let’s spell包括Read,listen and chant.Read,write and listen.和Look,listen and write.三个部分，让学生感知、归纳和运用字母组合ng和nk的发音规则。
Let’s spell引导学生自己总结，培养学生的思维能力。
课时目标（1）能够掌握字母组合ng/nk的发音规则，即ng/nk在单词中发/ŋ//ŋk/。
（2）能够读出符合ng/nk的发音规则的单词，并能根据发音拼写出符合ng/nk发音规则的单词。
课时重难点1.重点（1）能够掌握字母组合ng/nk的发音规则，即ng/nk在单词中发/ŋ//ŋk/。
（2）能够读出符合ng/nk的发音规则的单词，并能根据发音拼写出符合ng/nk发音规则的单词。
2.难点能够读出符合ng/nk的发音规则的单词，并能根据发音拼写出符合ng/nk发音规则的单词。
教学准备课件、录音机、磁带、词卡教学过程Step1Warm up1.GreetingT:Good morning,everybody.Ss:Morning,Miss/Mr....T:How are you today?Ss:I’m fine,thanks.T:What’s the weather like today?S1:It’s...T:Do you like listening to music?Ss:Yes.T:Now let’s enjoy a song.（播放一首学生熟悉的简短的歌曲，师生欣赏。
）设计意图：通过与学生之间互相问好，询问天气、爱好等话题，拉近与学生之间的距离，为正式进入学习而准备。
Step2Lead inT:Can you sing?S1:Yes,I think I can sing.S2:No,I can’t sing.T:Who can sing?S3:I think...can sing.（教师可以让唱歌好的学生唱一首英文歌。
人教Pep版五年级英语下Unit 5教案
人教Pep版五年级英语下Unit 5 Whosedog is it?教案第一课时Part A Let's try ＆Let's talk教学目标：1.听录音完成Let's try的练习题.2.熟练掌握对话及重点句型：The yellow picture is mine. Are these all ours? There is picture of Shanghai. Whose is it?教学重点：1.能听录音完成相应的练习题。
2.能熟读对话和灵活的进行句型替换练习。
教学过程：Step1:Warm-up1. T: Is this his cat? S: Yes, it is.T: Is this her bag? S: No, it isn't. ( 板书)T: Whose book / pen /ruler is that? S1: It's mine/ yours/his.2. Review sentences:T: It's his dog . S: The dog is his. (用上节课的图片)T: It's her book. S: The book is hers.T: It's their dog. S: The dog is theirs.(…)Step 2: Presentation1. Listen to the tape of Let's try part and finish exercises. (老师讲解录音中的重点句子)2. Teach key's words and sentences: yellow picture, picture of ,beautiful, There is …(板书在黑板上)3. T: Is this a yellow picture? S: Yes, it is.T: That is a picture of Beijing. S: Read it.T: There is a beautiful picture. S: Read it “beautiful “4. Listen the tape of Let's talk and follow reading.T: Look here. There are so many pictures. S: Yes.T: The yellow picture is ChenJie's. The yellow picture is hers.T: Whose is that picture of Beijing? S: It's Zhang Peng's .T: Whose is that picture of Shanghai? S: It's Yifan's .5. Students read this part, and understand this part.Step 3: teacher-student interaction1. Pair work. (Lost and found 失物招领)灵活掌握本节课的句型）S1: Whose storybooks are these? S2: They are mine.S1: Whose book is this? S2: It's Mike's./ It's his .2. Role play reading of "Let's talk" part.Step 4: Classroom tests一、根据课文内容判断正确的用T错误的用F。
2023学年人教PEP版五年级英语下册 Unit 5 第3课时 公开课说课稿
2023学年人教PEP版五年级英语下册 Unit 5 第3课时公开课说课稿一、教学背景本课是人教PEP版五年级英语下册Unit5的第三课时，主要内容是学习询问和回答时间与日常生活相关的词汇和句型。
本节课为一节阅读课，教师需要通过朗读、解释、演示等方法，帮助学生理解文本并训练其阅读和口语表达能力。
二、教材分析教材选取的是《人教PEP版五年级英语下册》中的第五单元第三课。
本课主要围绕“询问和回答时间”的话题展开，通过介绍主人公Tina的日常生活来让学生学习相关的词汇和句型，并通过理解及复述故事情节来提高学生的阅读和口语表达能力。
三、教学目标1.能够听懂并理解询问日期、时间和日常生活的对话；2.能够正确地表达时间、日期以及日常生活相关的词汇；3.能够流畅地复述故事内容；4.能够通过朗读、模仿等方式，提高口语表达能力。
四、教学过程1. 导入引导学生回顾最近学过的时间和日期相关的词汇，如小时、分钟、日、周、月、年等，并问学生知道如何询问和回答时间和日期吗？2. 展示通过课件或实物等展示一些日常生活中与时间、日期相关的图片，如钟表、日历、闹钟等，让学生可以形象地理解和记忆相关词汇。
3. 阅读教师通过阅读故事《Tina’s Day》，引导学生理解故事情节。
教师可以边读边向学生介绍一些生词和句型，并让学生跟读、模仿。
4. 重点讲解在故事中，Tina会询问、回答什么问题，以及用哪些句型表达时间和日期等。
教师可以挑选重点内容进行讲解，并通过实例让学生明白用法和要点。
5. 引导学生复述故事情节让学生尝试从头到尾复述故事情节，引导他们在语言表达上不断完善。
6. 学生合作练习学生分组进行练习，通过模拟对话的形式进行练习，增强对所学知识点的理解和掌握。
7. 拓展让学生自行组织与时间、日期相关的对话，并展示给全班同学分享。
教师可以根据学生表现进行点评和指导。
8. 小结教师通过提问与总结等方式，检查学生的掌握情况，并进一步巩固和加深所学知识。
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Unit5 How much is it?第三课时
【教学目标】
1、听说认读掌握生词：skirt shirt jacket dress T-shirt
2、单词拼读；书写指导
【教学重点】
听说认读掌握生词：skirt shirt jacket dress T-shirt
【教学难点】
单词拼读；书写指导
【教具准备】
本课生词的单词卡片、配套的教学课件、相配套的教学录音带、学生自己的衣物、课文主题图、大小写字母卡片
【教学过程】
（一）热身／复习（Warm-up/Revision）
1、Free talk
What color do you like?
What color is your /…?
2、Let’s chant
B部分的Let’s chant.的歌谣，边说边出示单词。
（二）呈现新课（Presentation）
1、教师准备好一些大小不一的衣服。
说：“I think this skirt is pretty.”然后教师穿一下，说：“But it’s too big.”然后再拿起一件，说：“This one, it’s nice. It’s fits me well.”
2、教师请一个孩子上来选衣服，指导孩子运用句子：This shirt is …,but it’s too….
3、然后多请上几个孩子上来说。
4、小组活动
孩子们把自己的衣服带来，在小组中每个孩子轮流挑选衣服，在这一过程中运用This shirt is …,but it’s too….
5、观看课件，认读句子，让孩子逐句认度，小组认读。
6、教师指读生词，让孩子抢答认读。
小组比赛拼读，抽查孩子的拼读。
7、两人一小组，一个拼，一个写。
单词的抄写练习。
8、出示句子的句卡，然后孩子试读，教师提示学生注意第一个单词第一个字母大写，提示孩子注意标点和占格。
（三）趣味操练（Practice）
1、拼一拼，猜一猜
教师拼一个单词，让孩子迅速说出词
孩子小组做游戏
2、听一听，拼一拼
每个小组一套字母卡片，请一个孩子说词，小组拼，比比谁最快。
3、教师请几个孩子穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。
运用句子This shirt is …,but it’s too….
(四) 扩展性活动（Add-activities）
每个孩子设计一套衣服，给自己的和别人的娃娃穿上，然后进行比较。
运用本单元学过的句型。
1。